Proposal writing

LESLEY WOOD, COMBER

 Find someone you do not know, share your name,
your job, where you are from and a positive
statement about your study.

E.g. I am Lesley, I am a professor in Education, I

WELCOME! am from NWU Potchefstroom, and I am always
excited about embarking on a new research study!

Outcome of today: you will have a good

understanding of why you need to do a proposal,
what goes into it, and how to begin to structure
yours.
 A clearly articulated report to CONVINCE the
reader that your study is

WORTH DOING– fills a gap, creates new

knowledge, will make a difference
What is a
proposal? FEASIBLE – able to be done in time,
logistically possible

SCHOLARLY – you are able to write in an

academically acceptable manner
4 QUESTIONS TO ASK YOURSELF

WHAT is my main research question? (the topic)

WHO cares and why is this important? (the justification)

WHAT data would I need to answer this question, and how will I analyse it? (the
research design)

HOW will I manage the completion of this research, within the given timelines?
(feasibility)
  Use MS Word Styles to format headings. This
will allow you to be clear about whether a sub-
heading is level 2, 3, or 4. Additionally, you can
view your document in ‘outline view’ which
will show you only your headings. This makes it
TIP much easier to check your structure, shift things
around and make decisions about where a
section needs to sit. You can also generate a
100% accurate table of contents using Word’s
automatic functionality.
 Title is main research question in a simple form

Don’t try to put all the detail in – but main concepts should
appear

TITLE e.g. Fostering family-school-community partnerships to

enhance learner-centred transition support for adolescents
with intellectual disability

How can family-school-community partnerships be fostered

to enhance learner-centred transition to adult life for
adolescents with intellectual disabilities?
 Title should reflect this – verbs such as
improving, fostering, changing, transforming

You do not need to put in geographical details,

methodology etc. unless it is an important
Research that concept
aims to bring
about change 15 words or less

Vulnerable youth as agents of change: A YPAR

approach to making schools enabling spaces
for learners
  Short and sweet
 What is the research problem, gap?
 What are you going to do to address it?
Transition is particularly difficult for learners with
intellectual disabilities and their parents
(Hetherington, Durant-Jones, Johnson, Nolan,
Smith, Taylor-Brown et al, 2010). The issue of
Introduction transition for adolescents with intellectual disability
has been widely researched globally (and give a
few examples)
Yet (however; nevertheless), despite this research,
challenges regarding the transition of intellectually
impaired adolescents still remain. (a few reasons)
Therefore, this study will focus on developing
transition plans for learners with SID
 Statement of problem

INTRODUCTION
Disrupt – yet, however, nevertheless
CONTINUED

Resolve – this study will address this

gap; I will answer these questions ….
 Use first person – I am a teacher in an ELSEN
school

Why are you interested in this topic/problem –

I am concerned …. I have experienced …..
POSITIONING
YOURSELF IN
What do you want to see happen? I would like
STUDY to contribute to … improve …

The reader needs to know where you stand

RATIONALE FOR STUDY

Problem, concern, topic

Logical, point by point End with a clear
explained in more detail
argument why study statement of purpose of
– causes, consequences,
needs to be done research
implications

Back up every statement

Coherent, one paragraph No one sentence
with literature – last 5
= one point paragraphs
years if possible
LITERATURE INTEGRATED WITH RATIONALE

DEMONSTRATE THAT SHOW THAT THERE’S A SHOW HOW THE E.G. A LITERATURE THEREFORE IN THIS
YOU’VE DONE YOUR CLEAR GAP FOR YOUR EXISTING RESEARCH STUDY HAS IDENTIFIED STUDY I WILL ADDRESS
READING AND SPECIFIC RESEARCH – HAS SHAPED YOUR THE FOLLOWING GAPS THESE GAPS BY …..
ARE FAMILIAR WITH I.E. SHOW THAT YOUR THINKING ABOUT HOW (UNANSWERED
THE CURRENT STATE TOPIC IS SUFFICIENTLY YOU WILL ADDRESS THE QUESTIONS): …..
OF THE RESEARCH IN UNIQUE AND WILL ADD PROBLEM
YOUR TOPIC AREA. VALUE TO THE EXISTING
RESEARCH.
 DO NOT just describe literature, explain and synthesize:

e.g. Smith says … Van Tonder says … Hay says …

VERY
This leads to repetition and does not show how it has shaped your
IMPORTANT!! thinking, how you understand it and how it relates to your study.

!
Synthesize means that you make a point that is important for your
study and then use literature to back up your statement. It is helpful
to write down your points/argument in your own words and then
look for literature to back it up or refute it – do not just read
without any real purpose.
 South African teachers working in poverty contexts need greater
Example of a capacity to provide psychosocial support to learners, due to
problem statement contextual, professional and personal challenges. Teachers
that summarises your would benefit from learning sustainable and flexible processes
rationale without to address the challenges they and their learners face, as
literature and clearly contextual realities and challenges are not static. The current
states purpose of challenging realities within South African schools, as reflected
study in the literature, are not easily changed. In learning how to first
cope with their own life issues to better support learners, the
teachers would benefit from being lifelong action learners who
have the capacity to flexibly reflect on and address challenging
circumstances. This would enable them to collaborate with
colleagues to address their own personal and professional
challenges and engage with community stakeholders support to
learners so that learners too are equipped with the skills of
action learning for adapting to new experiences. I thus propose
that a linked PALAR-LD process is one possible option to attain
this outcome. (Rubina Setlhare-Meltor)
TIPS

1 2 3 4 5

Set up a google scholar Decide on which Keep all your references assume your reader Do not use a concept
alert for main concepts – reference style you will from beginning – you can knows little about the without explaining it at
you will get most recent follow and enter all your always delete but hard to subject; explain it to first use
literature sent to you references in end note in add them in clear, concise
that style language; short
sentences; few words as
possible – e.g. no
unnecessary adjectives;
no jargon
RESEARCH QUESTIONS

 Main question – reflecting title and main problem – what do you want the outcome to
be?
E.g. How can a group of students with disabilities collaboratively advocate for the creation
of an inclusive environment at their college?
Sub-questions
 What are the lived experiences of students with disabilities in a teacher education
college?
 How can students use this knowledge to take action to make their environment more
inclusive?
 What guidelines can be formulated from the knowledge generated for a collaborative
approach to advocacy for inclusive environments in teacher education colleges?
 Tells the reader how you are approaching the
problem

THEORETICA Short explanation of the main principles of

theory, why you chose this theory (theories),
L how it helps you to understand your
topic/data
FRAMEWORK

You will have a whole chapter or half a

chapter on this so do not give too much
detail here
  Methodology not the same as method – it covers
whole research approach from paradigm to
quality criteria
Paradigm (e.g.
critical/participatory/transformative)
Research design (e.g. action
research, PAR, PALAR)
METHODOLOGY Research methods
Participant recruitment
Data generation
(qualitative mostly, can use quantitative measures)
Data analysis
Quality
criteria/trustworthiness
 How will you design your research? I.e.
what research methodology will you
adopt.

METHODOLOGY: Why have you chosen this design? i.e.

CRITICAL why does this approach suit your specific
QUESTIONS research aims, objectives and questions?

Why is very important – convince your

reader that this is the best approach
 Philosophical assumptions for critical,
participatory action research design

Participato Participative reality: we Critical subjectivity: knowledge is Political participation:

ry
understand the world through developed through critical self- collaborative
the experiences of people in reflection and reflexive dialogue; all inquiry/engagement with
relation to each other. Multiple
stakeholders are part of a larger focus on self-awareness,
realities can exist and reality is
dynamic. Critical reflection on whole with focus on developing action and change.
how we experience the issue knowledge to take action to attain
under investigation and how we agreed on outcomes. Acceptance of
interact around it; development multiple ways of knowing and
of open, caring relationships; multiple ways of representing
recognition of unique knowledge.
contributions of all. See self as
part of a larger system.
 Should promote change for social good – in
line with transformative values

RESEARCH Space must be created for people to exercise

agency
DESIGNS
SUITED TO
People must be accountable for own actions
COMBER

Social well-being should be intent – makes

action research inherently ethical
  Never arrive at final answer – lifelong learning
process
METHODOLOGY
IS OPEN ENDED  Developing understanding – open to new ways
of doing things
AND
DEVELOPMENTAL
 Emerging design – questions may change as
, EMERGING,
progress, pragmatic approach to methods used
RISKY
 Involves a certain degree of risk
Process of action research

Plan
to develop a plan of critically informed action to improve what
is already happening
Act
to act to implement the plan
Observe
to observe the effects of critically informed action in the
context in which it occurs
Reflect
to reflect on these effects as a basis for further planning,
critically informed action and so on, through a succession of
cycle
 Participatory methods preferable because involve participants
in generating data

Visual (photovoice, drawing, collage)

METHODS Drama, music, dance

Can also use qualitative and even quantitative, but best if

participants are involved in gathering this

https://www.youtube.com/watch?v=IeUlaKfJ5rg
QUALITY CRITERIA FOR
PARTICIPATORY RESEARCH
 Goals of Action Research Quality/Validity Criteria Relevance to study

1) The generation of new knowledge Dialogic and process Peer review and member-checks will increase the
validity validity of the new knowledge generated.

2) The achievement of action-oriented Outcome validity The research problem will be viewed from the
outcomes participants’ knowledge and experiences, the
outcomes will not be determined by only my goals.

Andri 3) The education of both researcher and

participants
Catalytic validity Reflecting on our learning will lead to
transformation in our perceptions and lead to actions

Schoonen
to advocate social change.

4) Results that are relevant to the local Democratic validity Collaborative learning will be prominent in this
setting study. I will become a participant in the study,
learning equally with the participants.

5) A sound and appropriate research Process validity The knowledge generated from this study will be
methodology sustainable and encourage ongoing learning by the
participants. The findings from the study will be
based on realities experienced. Reflection on our
learning, action and process will increase this
validity.
 A brief paragraph showing how you
will address the principles of justice,
beneficence, and respect
ETHICAL
CONSIDERATIONS
Before you do ethics application, see
the ethics checklist for participatory
research
 What is the scope of your study?

LIMITATION
S
Are there any foreseen
problems? How will you address
them?
 Theory

CONTRIBUTION
Practice
OF STUDY

Methodology
Theoretical: This study will integrate the principles of Ventegodt’s Quality of Life theory and
Bronfenbrenner’s ecological systems theory to determine how family-school-community
partnerships can be fostered in order to facilitate and support the transition of intellectually disabled
young adults into society. Mezirow’s transformative learning theory will be utilized as framework
for determining whether learning, resulting in change, has taken place in the action learning group.
The fact that this collaborative study is conducted in South Africa, will add to the existing body of
knowledge regarding the challenges and improved management of transition planning for ID
learners in low and middle income countries.
Practice: Very few South African schools for learners with intellectual disabilities have experienced
sustainable success with regard to the transition of their learners to society or world of work.
Working from a critical realistic paradigm, I hope to find practical solutions to real problems
regarding transition planning. The fact that I make use of stakeholders in the PALAR action learning
group who possess first-hand experience of the actual challenges in the field of intellectual disability,
should ensure that the results of the study are reality-based and practical.
Methodology: By employing PALAR methodology, I hope to achieve a new mindset with regard to
problem solving within the school community, and between school and the wider community. It is
hoped that the PALAR process will facilitate change in the frames of reference of the participants,
prompting them to continue seeking for answers to practical challenges in a collaborative way.
(Marietha Malan)
  Timeline
 Budget (required for ethics)

Final sections

 https://www.youtube.com/channel/UCzkTjD8H
1gJ6bjGL1KupqWA